activities this session ipad: ‘ibrainstorm’ for starter activity mindmap: ‘inspiration’ for...
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Activities this session
•iPad: ‘iBrainstorm’ for starter activity•Mindmap: ‘Inspiration’ for group brainstorm•Voting systems: Turning Point for group quiz•Screencasting: ‘Poll everywhere’ to demo online voting•Wikis: ‘You Tube’ interactive demo video clip•iPad: ‘Notes’ for wiki simulation activity•iPad and blogs: ‘Warwick blogs’ for iPad evaluation activity.
Collaborative E-LearningSara Hattersley
Learning outcomes
• To discuss the benefits and issues arising from collaborative learning approaches.
• To explore key technologies which can be used to foster collaboration.
• To consider the ‘purposeful use’ of e-learning tools and to discuss how to incorporate collaborative e-learning into planning.
What is collaborative learning?
• The grouping and pairing of learners for the purpose of achieving a learning goal.
• An instruction method in which learners at various performance levels work together in small groups toward a common goal.
• The learners are responsible for one another's learning as well as their own.
http://www.gdrc.org/kmgmt/c-learn/index.html
Screen shot from Freemind (free mindmap software)http://freemind.sourceforge.net/wiki/index.php/Main_Page
Key benefits
• Interdependence and ‘accountability’; encourages learners’ responsibility for learning.
• Fosters constructivist learning approach; removes teacher from ‘didactic’ position.
• Peer teaching reinforces learning for individuals.• Develops communication skills, decision-making and can
increase group cohesion.• Frees up teacher to observe and assess learning
taking place.
Key issues
• The need for sound curriculum design to ‘make it work’. This includes pre- and post-activity instruction and reflection.
• Collaborative learning has to be purposeful.• Learners may not have collaborative learning skills – this
may need teaching explicitly.• Encouraging ‘equal contributions’ can be
challenging; as can managing different levels.• Teacher feels ‘out of control’ as just a facilitator.
Teaching activities during collaborative
e-learning
NRDC (2007) Effective teaching and Learning: Using ICT, London, pg.39
Collaborative e-learning
• The principles of collaborative learning can be applied to the e-learning context.
• Additional considerations will be access to technology, room layout etc.
• Classroom based V remote approaches• The importance of finding the best tool to match
learning outcomes.• Accounting for technology failure!
Tools for collaborative
e-learning
blogs
podcasts
screencasts
webquests
forums/chat
rooms
social networking
emails
virtunal learning
environments
web authoring
tools
M-Learning
MS Office tools
tablets
voting technology
interactive white
boards
wikis
Voting systems
• Allow the whole class to work towards a common learning outcomes, with individual responses.
• Individual learners are not identified in responses; can contribute anonymously.
• Whole group and individual performance can be assessed and reflected upon.
• Good for understanding percentages.• Can be used in conjunction with M-Learning.
Voting system example: http://www.qwizdom.co.uk/
• Press and hold Menu key to turn on the remotes
• Select your answer• Press the send key
• Receive personal feedback
• Numerous Question types
Voting system example: www.polleverywhere.com
Wiki• Creating shared resource– authorship (learner-
centred/ecological approach).• Responsibility – only accurate, suitable materials are
sustained (e.g. good contributors ‘last’).• Democratic – all learners are ‘knowledge creators’. • Good for developing writing skills and understanding of
‘hypertext’ genre, error checking.• Encourages reading skills such as scanning and
comprehension.
Wiki example: http://en.wikipedia.org/wiki/Uk
How to create a wiki:http://www.youtube.com/watch?v=-dnL00TdmLY
Wiki example: http://www.wikispaces.com
Wiki example: http://www.wikispaces.com
Contributions from others can be viewed and compared.On the wiki page, however, the combined texts appears as continuous , unidentified prose.
Podcast/ Screencast
• Recorded in ‘real time’ and can be uploaded to the Internet, played, saved and downloaded.
• ‘Authentic voices’ – tutor or learner• Encourages visual/auditory/kinaesthetic learning styles.• Can be used to give instructions to learners, or them to
instruct each other.• Good for the developing of spoken discourse• Recording learning for later use/supportive distance
study materials
Podcast/screencast examples: http://audioboo.fm/ http://www.techsmith.com/jing/
http://audacity.sourceforge.net/
Webquest• A sequential, directed learning activity where learners
progress through a number of clearly defined stages.• Structure encourages ‘purposeful’ use of ILT.• Can eliminate the need for direct tutor input.• Encourages constructivist model/discovery method of
learning.• Good for developing understanding of instructional text,
reading through hypertext, group projects and anything requiring sequential learning approaches.
Web 2.0• The use of technology on the World Wide Web which
allows any kind of interactive content• Includes use of blogs, chat facilities and social
networking.• Enables remote access and distance study possibilities.• Many learners already familiar with Web 2.0 formats and
conventions.• Ability to embed other e-learning objects (e.g.
questionnaires, podcasts) within these.• Encourages holistic approaches to learning
Blog example: http://blogs.warwick.ac.uk
Social networking example: http://www.facebook.com
Links to photos and videos
Events and notices
Group privacy settings
Links to key resources
Purposeful design• Some learning objectives lend themselves more readily
to collaboration.• Alternatively, some learning objectives, traditionally
taught as individual tasks, could be adapted to collaboration.
• Design must include ethical considerations, such as access to technology and equity of skills and opportunity.
• Structuring and preparation of the activity is as important as the learning objective (e.g. good instructions; established equipment etc).
Evaluative cycle
Lesson planning
Collaborative e-learning can be used…• As a whole group session starter• As the ‘delivery mechanism’ for a new concept• As a tool for peer assessment and checking• For formative and summative assessment purposes.• In pairs, small groups or whole class arrangements• In the classroom or remotely as a homework task.
Activity design
